University of New Mexico
Albuquerque, New Mexico
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Laws
 Students Eligible for
accommodations
 Benefits of a Note-taker
 Situations Requiring Note-takers
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The government has established laws to protect
the civil rights of citizens/students with
disabilities. (click on links below – the section of the ADA
pertaining to education is Title II)
Americans with Disabilities Act (ADA) 1990.
 Section 504 of the Rehabilitation Act of 1973.
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Students who are hard of hearing or deaf.
Students with visual impairment.
Students with motor skill difficulty.
Students with learning disabilities.
Students with ADD/ADHD.
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Allows student to focus on the instructor.
Provides student with accurate information.
Increases students confidence –
student knows that he/she is receiving accurate
information.
Gives student access to classroom information.
Gives student the opportunity to participate in classroom
discussion.
Supplements the student’s notes and provides a tool for
note-taking improvement.
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Class or lab lectures
Class discussion
Class guest speakers
Class videos or films
Class field trips or experiential learning
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Record all vital information (e.g. major themes,
new vocabulary, basic concepts, etc.) - even if
it is something you already know.
Explanation of any personally used
abbreviations is a necessity
(provide a glossary or key).
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Labeling Notes – header, corresponding
textbook chapter, page numbers, footnotes,
date, course number etc.
Record all class announcements including
assignments, test/quiz dates, and project
due dates.
Dependable/Reliable
• Trustworthy/Ethical
• Good Student
• Good Listener
• Empathetic/Respectful
• Motivated/Good Attitude
•
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Excellent class attendance – arrive to class on
time.
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Secure a backup plan for notes in case of an
emergency.
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Supply notes within 24-48 hours.
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Share contact information with ARC student.
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Practice confidentiality –
respect the Student’s rights to privacy.
Do good, not harm –
when faced with an ethical dilemma
utilize good decision making skills (e.g.
consult with ARC staff).
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Minimum G.P.A 2.5
Basic understanding and comprehension of the
material
Excellent class attendance
Prepared for class
Strong English Language skills
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Pay attention to what is being said – not just
hearing but understanding.
Involves thinking, processing and analyzing.
Good listener will hear instructor's cues during
lecture followed by key information.
(cues will be explained in detail later).
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Be understanding and sensitive to the student’s
needs & feelings – demonstrate compassion.
Practice common courtesy.
Treat the student as you would want to be
treated yourself.
Only offer advice if asked.
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Demonstrate a good work ethic – stay on
top of class readings, assignments, etc.
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Act professionally.
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Be positive and upbeat.
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Be friendly and approachable.
Instructor’s Cues (signals)
Edit Notes – Clean Up
Additional Tips
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writes on chalkboard
repeats information
speaks more slowly
gives a definition
lists a number of
points/steps
explains why or how
things happen
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describes a sequence
refers to information
as a test item
changes tone of voice
uses body language
uses visual aids
refers to specific text
pages
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“Now this is
important…”
“Remember that…”
“The basic concept is…”
“You’ll need to remember
this…”
“This will be on the
test…”
“First you must
understand that…”
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There are two main
reasons why…”
“For example…”
“In addition…”
“On the other hand…”
“However…”
“In contrast…”
“In summary or in
conclusion…”
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Correct spelling errors.
Make sure all abbreviations have been
properly identified – use a key or a legend.
Rewrite sloppy handwriting.
Check for proper header labeling – course,
instructor, date, & page.
Identify key points and important
information.
Make sure any incorrect or false statements
and any of your own personal beliefs are
crossed out.
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Use black or blue ball point pen.
Use 8 ½ x 11 lined loose leaf paper – easier to
copy & organize.
Pick up paper from ARC
Write notes on one side of paper only.
Do not doodle on your notes.
Sit close to instructor – unobstructed view.
Write down everything instructor puts on board.
Notes can also be done on a laptop or PC using a
word processor.
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Basic Characteristics of Good Notes
Paragraph format
Outline format
Two column format
Three column format
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Legible handwriting and correct spelling.
Header!!!
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Course & instructor (1st page only)
Date & Page number (all pages)
Leave space in margins to edit notes with
additional info from text or to emphasize key
points.
Leave plenty of white space between main points –
don’t squeeze.
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Abbreviate especially when using repeated terms or titles
 suggest using acronyms
 make a glossary or key for abbreviations
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Circle box,
box
Underline, circle,
use *asterisk, etc. on main
points or ideas.
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Use highlighters with caution because some will not
show when copied.
Notes should focus on content of lecture & not
just a duplication of an overhead or PowerPoint
presentation.
RCS 6080
Prof. Swett
(Header info on 1st page)
02/04/06
Page 1
(Date & umber every page)
Persons With Disabilities (PWD) & Rehabilitation Disciplines
Person first language places the person before the disability. This
helps decrease labeling and stereotyping.
If you are unsure how to address a PWD ask them for their
preference. For example some people that are deaf or blind
prefer to acknowledge their disability first for cultural reasons.
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Each sentence should
express a complete
thought.
Keep paragraphs short.
Make sure important
info is not buried in the
text.
Leave plenty of white
space for editing notes.
Categories of Disabilities include:
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Physical
Visual (sensory)
Cognitive
Hearing (sensory)
There are various types of disciplines within rehabilitation. These
disciplines may include:
 Physiatry which takes a non-surgical approach (therapy) to
rehabilitation. The emphasis is on reconditioning.
 Physical therapy works directly with mobility.
 Occupational therapy works specifically with activities of daily
living.
 Speech language therapy increase expressive and receptive
language skills and also assists in developing chewing and
swallowing skills.
 Rehab counselors often referred to as case managers are
mostly involved in outpatient discharge planning.
Physiatry: physis (nature) + iatreia (healing) = rehabilitation
RCS 6080
Prof. Swett
(Header info on 1st page)
I.
Persons With Disabilities (PWD) labeling
A.
Language
1.
PWD places person first
2.
Helps decrease labeling & stereotyping
If unsure
1.
Ask person
2.
may have a cultural preference
a.
Deaf
B.
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Label outline levels.
Be consistent in
your labeling.
Each level can be
one word or short
phrase.
Leave space for
editing later.
II.
02/04/06
Page 1
(Date & number every page)
Categories of Disabilities
A.
B.
C.
D.
III.
Physical
Visual (sensory)
Cognitive
Hearing (sensory)
Rehabilitation Disciplines
A.
B.
C.
D.
E.
Physiatry
1.
non-surgical (therapy)
a.
emphasis is reconditioning
Physical Therapy (PT)
1.
mobility & strength
Occupational Therapy (OT)
1.
activities of daily living (ALD)
Speech Language Therapy
1.
expressive & receptive skills
2.
eating & swallowing
Rehab counselor
1.
case manager
a.
discharge planning
Physiatry: physis (nature) + iatreia (healing) = rehabilitation
RCS 6080
Prof. Swett
(Header info on 1st page)
02/03/06
Page 1
(Date & number each page)
Use this column to
emphasize Key Points
Jeremy Lott – guest
speak
jlott@ufl.edu
Psychiatric
Disorders
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Fold paper or use
ruler to make
dividing line.
Take notes as usual
in larger column.
Fill in key points
column with words
or phrases to alert
you.
Note:
Jermey’s PowerPoint
presentation will be
posted on Dr. Swett’s
webpage
Use this column for taking notes as usual.
Mood Disorders
 Depression:
Treatment
o Psychotherapy
o ECT – Electro Convulsive Therapy
o Medications > prozac, Zoloft, wellbutrin
 Vocational Applications
o Miss work & lower productivity
 Accommodation
o Change work environment
Bibolar Disorder
Note: There is
Bipolar I
And Bipolar II
Intern ship Sites
for Psychiatric
Disorders
Manic-depressive
Episodes of depression an mania
Elevated mood swings
Symptoms
o Grandiosity, der. Sleep, rushed speech
 With mania - sometimes hallucinations
 Follow a depression episode
 Treatment
o Individual psycho-therapy
o Medications
 Lithium, depakote, zyprexa
o Crisis stabilitation
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Recommendations for internship sites:
1. Meridian
2. Vista
3. Metamorphosis
RCS 6080
Prof. Swett
(Header info on 1st page)
Use this column to
emphasize Key Points
Jeremy Lott – guest
speak
jlott@ufl.edu
Psychiatric
Disorders
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A two-inch column
for key points
A four-inch column
for detailed notes
A one-inch column
for questions or
reminders
Note:
Jermey’s
PowerPoint
presentation will
be posted on Dr.
Swett’s webpage
Note: There is
Bipolar I
And Bipolar II
Internship sites
For Psychiatric
Disorders
02/03/06
page 1
( Date & number every page)
Use this column for taking notes as usual.
Mood Disorders
 Depression:
Treatment
o Psychotherapy
o ECT – Electro Convulsive
Therapy
o Medications > prozac, Zoloft,
wellbutrin
 Vocational Applications
o Miss work & low productivity
 Accommodation
o Change work environment
Bibolar Disorder
 Manic-depressive
 Episodes of depression an mania
 Elevated mood swings
 Symptoms
o Grandiosity, dec. Sleep,
rushed speech
 With mania - sometimes
hallucinations
 Follow a depression episode
 Treatment
o Individual psycho-therapy
o Medications
 Lithium, depakote,
zyprexa
o Crisis stabilitation
Recommendations for internship sites:
1. Meridian
2. Vista
3. Metamorphosis
Use this
column for
notes to
yourself
Look up
more
accomm
for work
on
JAN.wvu.
edu
Call sites
to check
availabili
ty
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Get student’s feedback on quality of notes.
Periodically allow instructor to review notes
for content.
Periodically check-in with Accessibility
Resource Center’s Notetaker Coordinator.
Face student when speaking (Eye contact is
important)
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Don’t yell at student!
Get student’s attention by waving your hand or
lightly tapping on shoulder.
Visit National Technical Institute for the Deaf
for more thorough training of notetakers for
students with hearing loss.
www.ntid.rit.edu/elearning
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Involves completing this presentation.
Verify completion of your training by clicking on the following email
address asnotes@unm.edu and place the following information exactly as
stated in the subject line of the email:
“Notetaker Training Completed _____________________”
(first & last name)
Don’t place anything in the body of the verification email.
If you have specifics questions or comments please contact us by
any of the following methods.
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Contact information:
 Accessibility Resource Center
Mesa Vista Hall 202
505- 277- 7305
505-277- 3750- Fax
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RIT, National Technical Institute for the Deaf. (n.d.).
Notetaking for students with hearing loss. Retrieved
07/28/2008, from http://www.ntid.rit.edu/elearning/
James Madison University Special Education Program. (n.d.).
The learning toolbox home. Retrieved 07/28/2008, from
http://coe.jmu.edu/LearningToolbox/notetaking.html
College of Saint Benedict – Saint John’s University. (n.d.).
Academic advising lecture note taking. Retrieved 07/28/2008,
from http://www.csbsju.edu/academicadvising/help/lecnote.htm